Journal of dental education
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The objective of this study was to determine the effects of a workshop on the sexual harassment perceptions of students at the University of Kentucky College of Dentistry. Responses to a twenty-six-item questionnaire were elicited from 147 first-through fourth-year students before and after they attended a two-hour sexual harassment workshop. Five questions explored students' personal experiences with sexual harassment; twenty-one questions addressed students' attitudes about sexual harassment. ⋯ The workshop empowered students, especially females, to help create an environment that minimizes the probability of sexual harassment. This may be possible because, after the workshop, participants better understood institutional policies and procedures to handle complaints, including provisions for protection from retaliation if they do file a grievance. This knowledge and sensitivity may result in an environment that facilitates the education of beginning general practitioners who are competent, empathetic, and sensitive.
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Course directors of the seventeen neuroscience courses offered in U. S. dental schools were surveyed. Information was obtained about the course organization, topics covered, and the amount of didactic and nondidactic instruction for sixteen neuroscience courses, which included four courses that combined medical and dental student instruction. ⋯ The majority of courses also included several lectures on topics dealing with motor control and the limbic and the autonomic systems, whereas limited time was allocated to topics concerned with higher cortical functions. The nondidactic instruction typically included neuroanatomy laboratories and group discussions of the relation between lesions of sensory and motor pathways and neurological signs. The establishment of guidelines for neuroscience could encourage dental schools to provide a strong basic science foundation in neuroscience.